Kristine Horner is Reader in Luxembourg Studies and Multilingualism at the University of Sheffield, where she is also Director of the Centre for Luxembourg Studies. Her upcoming publications include a new edition of The German-speaking World (2018). Jean-Jacques Weber is Professor of English and Education at the University of Luxembourg. His most recent book publications are Language Racism (2015) and Flexible Multilingual Education: Putting Children’s Needs First (2014).

• AcknowledgementsPart I: Theoretical and methodological considerationsChapter 1: IntroductionA social approach to multilingualismA note on terminologyCoping with changeHow the book is structuredChapter 2: Theoretical and methodological frameworkThe construction of meaningDominant vs. critical readingsTowards an ethnographically based discourse analysisThe study of language ideologiesConclusionPart II: Multilingualism within and across languagesChapter 3: What is a language?Discourse models of languageWhat is standard English?‘English’ is a mere labelThe fuzzy boundaries of named languagesConsequences for teachingConsequences for researchConclusionChapter 4: Language variation and the spread of global languagesAfrican-American EnglishCaribbean ‘nation language’SinglishThe global spread of EnglishTwo French youth languagesConclusionChapter 5: Revitalization of endangered languagesAustralian Aboriginal languages: a history of oppressionMāori in New Zealand: a revitalization success storySámi and Kven in Norway: differential positionings on the success-failure continuumHebrew in Israel: the costs of revitalizationBreton in France: how (not) to standardizeCorsican and the polynomic paradigmConclusionPart III: Societal and individual multilingualism Chapter 6: Societal multilingualismUkraineSwitzerlandSingaporeHong Kong and ChinaSouth AfricaNigeriaConclusionChapter 7: Language and identities CategorizationGee’s four ways to view identityIdentity: a peach or an onion?Ethnic and national identityCode-switching and identityTranslanguaging identitiesConclusionChapter 8: The interplay between individual and societal multilingualismThe Canadian policy of bilingualism and multiculturalismSome consequences for First Nations peopleQuebec francophone nationalismIndividual bilingualism through institutional monolingualismExclusion through French, inclusion through EnglishShifting ideologiesConclusion: the commodification of languagePart IV: Multilingualism in education and other institutional sitesChapter 9: Flexible vs. fixed multilingualism US vs. EU language-in-education policyCase Study 1: LuxembourgCase Study 2: Catalonia and the Basque CountryDiscussion and conclusion: towards flexible multilingualismChapter 10: Mother tongue education or literacy bridges?The case for mother tongue education: African-American English The case against mother tongue education (in four steps): South AfricaThe problems with mother tongue educationTowards literacy bridgesConclusion: a possible solution for South AfricaChapter 11: Heritage language educationFrom mother tongue education to heritage language educationLanguage and heritage in the United StatesLanguage and heritage in EnglandThe dominance of the standard language and purist ideologies Discussion and conclusion: implications for the EU policy of multilingualism 12 Multilingualism in other institutional sitesMultilingualism in the workplaceMultilingualism in legal settings and asylum proceduresLanguage use in multilingual familiesPart V: Critical analysis of discoursesChapter 13: Institutional discourses on language and migration The discourse of integrationLanguage testing and citizenshipConclusion: unpacking the discourses of integration and language testingChapter 14: Media representations of multilingualismPast vs. present perceptions of multilingualism in the mediaFirwat ass alles schief gaangen?: responses to Luxembourg’s PISA resultsConstructing the UK as an English-only spaceThe English Only movement in the USConclusion: a historical perspective on the one nation–one language ideologyChapter 15: Multilingualism in the new mediaNew media sociolinguisticsDigital ethnographyLanguage contact phenomena in digital languageThe limited multilingualism of the InternetLanguage policing in the social mediaConclusionChapter 16: Linguistic landscapeLimitations of (some) linguistic landscape analysesLanguage contact phenomena on multilingual signsSome basic distinctionsContextualizing and historicizing linguistic landscapesExploring the context of receptionDiscussion and conclusion: discourses in placePart VI: Further directions in the study of multilingualismChapter 17: ConclusionFurther directions in the study of multilingualismMoving into a multilingual futureNormalizing multilingualismNotes on the activitiesNotes on the quizzesAuthor indexSubject index